Journal of Education and Learning Reviews

System of Linear Equations: A Comparative Study Between Cramer’s Rule and Paravartya’s Rule

Christian Saquin — 2025-04-15

Background and Aims: Solving systems of linear equations is essential in mathematics education, influencing real-world problem-solving and advanced applications. This study compares the effectiveness of Cramer’s rule and Paravartya’s rule in enhancing Grade 8 students' achievement in linear equations, aiming to address challenges in teaching methods.

Methodology: A mixed-methods approach was used, combining a quasi-experimental pretest-posttest design with a sequential exploratory design for qualitative data. Quantitative data were obtained through assessments, and qualitative data were collected from student feedback and analyzed thematically.

Results: Findings revealed statistically significant improvements in students’ mathematics achievement from pretest to posttest using both methods (p < 0.05). Pretest scores were relatively low , but posttest scores showed notable improvements. Despite the absence of statistically significant differences in posttest outcomes between the two methods (p = 0.613), both approaches proved effective in enhancing problem-solving abilities. Key challenges identified included difficulties with signed numbers, large computations, equation transformation, and procedural steps. Students employed coping strategies such as memorization, chunking, consistent practice, and peer support. A Learning Activity Sheet (LAS) was developed to reinforce learning, promote active engagement, and accommodate diverse learning styles.

Conclusion: The study concludes that both Cramer’s rule and Paravartya’s rule effectively enhance students' performance in solving systems of linear equations. Challenges related to procedural complexity were mitigated through structured interventions, peer collaboration, and practice. The findings highlight the need for targeted instructional strategies and the development of supportive resources, like LAS, to promote mathematical cognition and active learning.

Leveraging Technology and Research to Shape Educational Policy

Jhonie Gumilao — 2025-04-15

Background and Aim: Research investigates how technology together with research affects policy formation in the educational domain at Department of Education Region IX. The research explores outcomes from planning officers together with senior education program specialists operating at eight Schools Division Offices (SDOs) and the Planning and Research Unit. This research investigates how technological instruments together with research programs create policy frameworks based on evidence and overcome management obstacles in education. The investigation studies these elements to explore knowledge transfer processes which lead to policy-making progress. In particular, the study aims to examine how educational stakeholders in DepEd Region IX utilize technology to inform and shape policies that address regional challenges and enhance educational outcomes. The study also analyzes the role of research in the formulation and implementation of educational policies, focusing on its impact on curriculum development, technology integration, and policy effectiveness. Lastly, it identifies the key barriers and opportunities in adopting technology-driven approaches to educational policymaking, with an emphasis on teacher development, digital literacy, and inclusive learning strategies.

Materials and Methods: The research used qualitative investigation methods while thematic analysis allowed the evaluation of technology and research influences on educational policy development. The study obtained information from planning officers and senior education program specialists who work in both the Schools Division Offices and the Planning and Research Unit. Different methods of data collection were used to fully understand how policies get made which included both interviews and focus groups and document examination. Thematic analysis methods were used to detect regular patterns as well as main themes in the data regarding technology implementation together with evidence-based policy creation and organizational barriers.

Results: Research shows technology has powerful positive impacts on making decisions through data while it optimizes policy development while making it easier to execute. Technology dramatically influences educational policy development through improved customization of instruction and wider student enrollment opportunities and advanced educational content development and trained instructor capabilities. Students can receive training that specifically caters to their needs, skills, and learning styles with the use of educational technology. Policymakers can create regulations that support differentiated education by using data analytics, AI-driven exams, and adaptive learning systems to gain insights into student performance. Several obstacles stand in the way of maximum technology use because they include insufficient technological foundations alongside minimal resources and poor digital aptitude across relevant groups. The research study uncovered four main aspects including digital tool integration through policy processes and capability enhancing programs as well as institutional blockages to technology research application and essential research frameworks needed for decision-making.

Conclusion: Advanced technologies combined with research continue to affect multiple educational outcomes and the practices of teaching and professional development at DepEd Region IX. Modern educational technology allows personalized instruction and improves education accessibility for all students and enables analysis-based policy adjustments that guide curriculum transformation processes. Educational research acts as the main force which guides policy development and enables multidirectional collaboration between educational stakeholders to address regional problems and improve curriculum development. Through technology-based professional development programs educators have access to educational tools to combine teaching techniques and they share research information with peers through collaborative platforms. By improving technology teachers can acquire essential skills to manage changes in the educational environment which leads to an education system that promotes both inclusivity and competitiveness. This study holds significance because it provides foundational facts to policymakers who need knowledge regarding how technology supports balanced educational access. Stakeholders can develop educational policies through technology by combining barrier resolution with enabling factor maximization to meet the requirements of teachers and students. Research and technological integration should continue as critical components for developing sustainable educational progress so the Philippine education system maintains adaptation to global competition.

Gamification in GENYO e-Learning: Exploring Student Motivation and Challenges in English Language Instruction

Mark William Aranas — 2025-04-15

Background and Aim: Gamification is widely recognized for enhancing student motivation. However, some educators sidestep it due to time constraints, insufficient technical skills, and challenges in selecting and integrating suitable games for teaching. Hence, this study explores the motivation and challenges in English language instruction.

Materials and Methods: Using a qualitative, single-case study design, data were collected from eight (8) participants through semi-structured interviews and thoroughly analyzed using thematic analysis.

Results: The findings reveal that students used Hangmoon, Memory Match, Crossword, and Triviatron in the GENYO e-learning platform, finding these games entertaining and educational. They appreciated the ease of access and how the games sparked their curiosity. Despite technical challenges, such as poor internet connectivity, malfunctioning IT equipment, forgotten login credentials, inaccessible links, and power outages, and complex game instructions, students adopted coping strategies, including adapting to technical difficulties, seeking support, and ensuring stable connectivity.

Conclusion: The study concluded that a variety of games in the learning process enhances interactivity and engagement and sparks curiosity. Finally, this study underscored that gamification fosters a more dynamic and interactive classroom environment.

Foundations of Enhanced Problem-Solving Strategies (EPSS): Comprehension Skills and Influence on the Mathematics Performance of Students’ Grade 7 in the Philippines

Nelson Jr. Recanil — 2025-04-15

Background and Aim: Poor reading comprehension is a key factor behind the declining mathematics performance among Filipino students, as effective problem-solving requires understanding concepts, relationships, and word problems in addition to numerical operations. At Liloy National High School, challenges in both comprehension and mathematics have prompted this study to examine how Grade 7 students' skills—remembering, understanding, applying, and analyzing—influence their mathematics performance. Ultimately, the study aims to develop Enhanced Problem-Solving Strategies (EPSS) to bridge comprehension gaps and improve academic outcomes.

Materials and Methods: The study employed a descriptive-correlational design involving 127 Grade 7 students. A researcher-made questionnaire, validated by experts and pilot-tested for reliability (Cronbach’s Alpha = 0.710), was used to assess students’ mathematics comprehension levels. At the same time, their academic performance was measured using their mathematics grades. Data were analyzed using statistical tools such as means, frequency counts, and linear regression to elucidate the relationship between comprehension skills and mathematics performance.

Results: Results indicated that female students generally demonstrated higher comprehension skills and better mathematics performance than their male counterparts. While females attained “satisfactory” ratings in remembering and understanding, males scored “fairly satisfactory” in these areas; both groups performed similarly in applying and analyzing, albeit at lower levels overall. Linear regression analysis confirmed that comprehension skills significantly influence mathematics performance, thus supporting the formulation of EPSS.

Conclusion: In conclusion, the study demonstrates that improved comprehension, particularly higher-order cognitive skills, is associated with enhanced mathematics outcomes, providing a strong basis for adopting EPSS to elevate student performance.

Modern Human Resource Management that Affects Academic Work Efficiency at Rajabhat University in Bangkok

Ntapat Worapongpat — 2025-04-15

Background and Aim: Human Resource Management (HRM) is crucial for enhancing the efficiency of academic work in educational institutions. This study focuses on modern HRM practices at Rajabhat University in Bangkok, aiming to identify strategies that contribute to improved academic performance and operational effectiveness. The research specifically investigates teachers’ perceptions of HRM strategies and their impact on academic efficiency.

Materials and Methods: The sample comprised 237 teachers at Rajabhat University during the 2024 academic year. A stratified random sampling method was employed to ensure a representative selection of participants. Data were collected through a structured questionnaire, yielding a reliability value of 0.92. Data analysis included descriptive statistics (percentages, means, and standard deviations) and hypothesis testing using multiple regression analysis, conducted in a systematic, step-by-step manner.

Results: Findings indicate that modern HRM practices are perceived positively by teachers, with discipline and maintaining order receiving the highest average ratings. Furthermore, the perceived efficiency of academic work was also rated highly, particularly in the area of learning process development. Hypothesis testing confirmed that modern HRM practices—specifically in areas such as attrition management, recruitment, personnel appointments, planning, and strategic positioning—significantly influence the efficiency of academic work at Rajabhat University, with a statistical significance level of 0.05.

Conclusion: This study underscores the importance of modern HRM practices in enhancing academic work efficiency at Rajabhat University in Bangkok. The positive perceptions of teachers regarding HRM strategies highlight the necessity for continued investment in human resource development to further elevate academic performance and foster organizational success.

The 4 Mode Application Techniques Learning Model in Science Education: Analysis of Global Trends, Impacts, and Opportunities in Indonesia

Thoriqi Firdaus — 2025-04-15

Background and Aim: The limited research and literature on implementing the 4 Mode Application Techniques (4MAT) instructional model in Indonesia makes it challenging for educators to obtain sufficient information on how to adapt this model within the local context. This study analyzes global trends, challenges, and opportunities of the 4MAT instructional model in science education within the Merdeka Curriculum framework.

Materials and Methods: The research employs a mixed-method approach, incorporating quantitative bibliometric analysis and qualitative systematic literature review using the PICOA framework. Data were collected from the Scopus, Web of Science, Dimensions, Lens, and Google Scholar databases from 2014 to 2024.

Results: The findings indicate that the 4MAT instructional model encompasses five key concepts: instructional method implementation, learning models, learning styles, conceptual understanding, and teaching strategies. The 4MAT instructional model impacts mathematics and science education, which the Merdeka Curriculum can support through various aspects, including diverse learning styles and cognitive skills, cognitive approaches and memory reinforcement, student motivation and engagement, enhancement of critical thinking and creativity, collaboration and social skills, real-world relevance and sustainability, and a well-structured learning framework. Challenges in implementing the 4MAT instructional model include intensive teacher training, limited resources and infrastructure, time constraints and implementation complexity, student readiness and learning style diversity, complex assessment and evaluation processes, curriculum alignment, and topic limitations. However, the Merdeka Curriculum presents opportunities through continuous professional development, utilizing creative resources, flexibility in instructional planning, and adapting more inclusive and differentiated teaching strategies.

Conclusion: In conclusion, the 4MAT instructional model offers a thorough approach to improving math and science instruction that supports the Merdeka Curriculum. Despite implementation issues, its integration can support inclusive, engaging, and fruitful learning experiences when combined with professional development and adaptable strategies.

Building Collaboration Between Schools and Communities: A Case Study of Multiple Schools in Luoyang District

Ntapat Worapongpat — 2025-04-15

Background and Aim: In recent years, China has shifted from a traditional "unit system" to a "community system," which has impacted the role of primary and secondary schools within local communities. This transformation, combined with the rising emphasis on lifelong learning, necessitates stronger collaboration between schools and communities. However, limited research and planning currently guide school-community partnerships in China, particularly in Luoyang District. This study examines the current status of collaboration, identifies key challenges, and proposes strategies to enhance school-community relationships.

Materials and Methods: The study was conducted with a sample of school administrators and teachers from primary and secondary schools in Luoyang, Henan Province, China, alongside community representatives. Purposive sampling was used to select 30 administrators and 100 teachers, ensuring participants had relevant experience in school-community partnerships. Data collection included surveys, in-depth interviews, and focus group discussions with school and community stakeholders. Qualitative data analysis was conducted to identify recurring themes and insights.

Results: Findings reveal that while some schools have established partnerships with local organizations, collaboration levels vary widely. Key challenges identified include communication barriers, resource limitations, and cultural differences between schools and communities. Schools often lack systematic approaches for partnership, leading to inconsistent engagement across institutions.

Conclusion: his study underscores the critical role of regular communication, resource sharing, and targeted community engagement programs in fostering effective school-community collaboration. By emphasizing the interconnectedness between educational institutions and their surrounding communities, the findings highlight the necessity of creating structured forums for ongoing dialogue, which can facilitate mutual understanding and shared objectives. Moreover, strategic resource sharing, such as infrastructure, knowledge, and expertise, can optimize the benefits for both schools and communities. Targeted professional development for educators, focusing on community engagement strategies and culturally responsive practices, is also essential to equip them with the skills necessary to build and maintain these partnerships. These initiatives can further empower schools to act as community hubs, enhancing their capacity to address local needs and contribute to social cohesion. For policymakers and educational leaders in China, the insights from this study provide a framework for designing policies that promote sustainable collaboration. This includes incentivizing partnerships, providing funding for community-based programs, and incorporating collaboration metrics into school evaluation systems. Future research could explore the long-term impact of these initiatives on student outcomes, community well-being, and educational equity, ultimately strengthening the bond between schools and their communities.

Ethical Leadership and Decision-Making in AI: Navigating Educational Management Ethics in the Digital Age

Sippiya Chayanusasanee Jundon — 2025-04-20

Background and Aims: Management ethics in the digital age is critical for maintaining trust because leaders must ensure responsible technology use, data privacy, and fairness in AI decisions. Ethical management promotes transparency, prevents the misuse of digital tools, and ensures accountability in a rapidly changing technological landscape. This paper aims to investigate Ethical Leadership and Decision-Making in AI

Methodology: This paper used peer-reviewed literature, industry reports, and authoritative sources to conduct a systematic investigation into the intersection of ethical leadership and artificial intelligence in the digital age. It identified key trends and gaps through structured data collection and thematic analysis, and then made recommendations for promoting ethical leadership in AI decision-making.

Results: The finding found that addressing critical ethical issues such as bias, transparency, privacy, and employment impact is critical for responsible AI management. Bias in AI algorithms can perpetuate societal inequalities, transparency issues can impede accountability, extensive data collection raises privacy concerns, and automation has the potential to disrupt labor markets. Effective management necessitates the implementation of fairness-aware algorithms, strong data security, and proactive workforce transition strategies. Leaders must establish ethical guidelines, foster an ethical AI culture, and adhere to global standards to navigate these challenges and promote responsible AI development.

Conclusion: The findings emphasize the importance of dealing with ethical issues such as bias, transparency, privacy, and employment impact to manage AI responsibly. To foster accountability and promote responsible AI development, leaders must implement algorithms that prioritize fairness, ensure data security, and establish ethical guidelines.

Integrating Values in Mathematics: Strategies, Challenges, and a Framework for Junior and Senior High School

Jedy Fate Maglasang — 2025-05-06

Background and Aim: Integrating values in mathematics education enhances students’ cognitive, ethical, and social development, yet remains underexamined in structured curricula. Grounded in sociocultural learning theory and values-based mathematics education, this study investigates how junior and senior high school mathematics teachers integrate values, specifically perseverance, honesty, and collaboration, into their instruction. It further examines their challenges and the institutional supports available and proposes a framework to strengthen values integration.

Materials and Methods: Employing a qualitative multiple-case study design, this research engaged eight experienced mathematics teachers from Saint Columban College with values-based teaching backgrounds. Data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic coding was conducted using NVivo software, with triangulation, intercoder reliability (Cohen’s Kappa = 0.81), and member checking, to ensure data trustworthiness. Ethical procedures included IRB approval, informed consent, and participant confidentiality.

Results: Three major themes emerged: (1) Values Integration, the most frequently emphasized values were perseverance (88%), honesty (75%), and collaboration (62%); (2) Challenges teachers cited the lack of structured frameworks (87%), students’ perceptions of mathematics as value-neutral (75%), and rigid curricula (69%) as key barriers; and (3) Strategies practical approaches included contextualized learning (69%), ethical problem-based tasks (63%), and teacher role-modeling (100%). Institutional mechanisms such as professional learning communities provided critical support.

Conclusion: The findings underscore the need for systemic reforms, particularly in teacher training, curriculum design, and institutional policy, to support values integration in mathematics. By promoting ethical reasoning and culturally responsive teaching, mathematics can be reframed as a discipline that cultivates intellectual rigor and moral insight. Although limited by sample size and institutional scope, the study offers a foundational framework for scaling values integration across diverse educational settings.

Teaching Chinese Intangible Heritage in English-- An Interdisciplinary Pedagogical Design for Paper-cutting at Primary and Secondary Levels

Jia Xiaoqian — 2025-05-06

Background and Aim: In 2022, the Ministry of Education of China revised the guidelines for its 9-year compulsory education, and comprehensive social practice training, such as paper-cutting, cooking, and housekeeping, was integrated into the curriculum for primary and secondary schools. Comprehensive practice schools were established in each district to make full use of the potential resources to realize this educational objective. This study reports a novel approach in the emerging area of teaching paper-cutting to Chinese kids through English.

Materials and Methods: This study reported a preliminary attempt to teach students the intangible cultural heritage – Chinese paper-cutting through English. 20 students recommended by the students from 12 classes received the semi-structured interview.

Results: The result of the interview showcased the increase in students’ awareness of cultural learning and English use, and their motivation to get involved in the creative process of producing works. It also suggests a new challenge to enhance the training outcome by implementing the training program with more interactions and presentation chances.

Conclusion: This pioneering interdisciplinary approach lays a foundation for future curriculum innovation, contributes new insights to this issue, and combines language learning with cultural preservation. Elaborate research is needed on how to get the class better organized with more efficiency.

Assessing the Efficacy of MATATAG Curriculum Training: A Pretest-Posttest Analysis of Educators’ Knowledge and Skills

Jhonie Gumilao — 2025-05-06

Background and Aim: The MATATAG Curriculum from the Philippine Department of Education (DepEd) exists to develop teaching competency because the country faces new educational requirements. The research aims to establish MATATAG training effects through evidence-based findings to guide future training initiatives that need strengthening. Ultimately, the study offers essential outcomes that educational leaders and policymakers should apply to enhance their professional development programs.

Methodology: A quasi-experimental research design, mainly using the one-group pretest-posttest approach, was utilized to determine the effectiveness of MATATAG training in the Pagadian City Division under DepEd Region IX. One hundred forty-seven (147) educators from the pool of Teachers, Master Teachers, Head Teachers, and School Principals joined the study. The training assessment delivered standardized tests at two points, measuring participant competence and understanding changes.

Results: Paired samples t-tests, specifically the Wilcoxon rank test, revealed that the training successfully increased scores in the posttest assessment compared to pretest scores (M = 18.272 vs. M = 15.612, p < .001) with a large effect, as shown by the rank biserial correlation of 0.827. The statistical result shows that the improvement in educators’ performance after the training was significant in magnitude.

Conclusion: Evidence derived from this investigation supports worldwide recommendations for competency-based professional development and confirms evidence-based approaches for teacher development reforms. The research findings support a scaled-up MATATAG training program by investing permanent funding and strengthening policies to support collaborative, well-governed professional enhancement. Professionally designed strategies should lead to sustained enhancement of educational quality, which will boost the transformative policy reforms conducted by the DepEd.

Innovative Leadership for Professional Education Administrators in the Digital Age

Phongsak Phakamach — 2025-05-06

Background and Aim: Innovative leadership for professional education administrators in the digital age is an activity of professional education administrators in leading groups or educational organizations that require knowledge and ability to define a vision and exchange that vision with others for willing compliance, the provision of ICT systems, innovation, new knowledge, and methods for accepting change, coordinating and balancing the conflicting interests of members and stakeholders, and doing so to inspire members to act in a way that creates commitment to achieving the goals of educational administration.

Materials and Methods: This article emphasizes innovative leadership for digital age education administrators, which is management under rapid and sudden change. The key factor that will affect the success of the organization is the education administrator who must have knowledge and ability in the form of leadership that must understand the context of technology that has changed the world’s society.

Results: This article presents the importance of innovative leadership for professional education administrators in the digital age, with content consisting of knowledge about leadership, the meaning and role of innovative leadership, the importance of innovative leadership for digital age education administrators, the characteristics of innovative leadership for digital age education administrators, including mechanisms and processes of modern education administration of leaders who can lead educational institutions to become organizations of educational innovation in the digital age.

Conclusion: The form of leadership that keeps pace with change is innovative leadership for digital age education administrators, which digital age education administrators must have 10 important characteristics: 1) leadership personality and skills, 2) team leadership, 3) role model, 4) opinion leader, 5) promoting development, 6) leadership communication, 7) learning climate, 8) change management, 9) competencies supporting and developing, and 10) participative administrations.

Analysis of Transitional Marker Usage in Expository Essays by First-Year Criminology and Hospitality Management Students at Saint Columban College

Carl Jahziel Villas — 2025-05-07

Background and Aim: Coherence and cohesion are observed when ideas run smoothly with the use of correct transitional markers. This study examined the use of transitional markers in the essays of first-year Criminology and Hospitality and Management students at Saint Columban College. This study used the quantitative type of research with a purposive sampling technique where the researchers have the freedom to choose those who will be suitable to be part of the study. Analysis of 70 essays, written in response to a standardized prompt on procrastination, reveals limited usage and variety of transitional markers, with Criminology students using eight different markers 33 times, and Hospitality and Management students using nine markers 39 times. Transitional markers primarily served to introduce additional ideas, list ideas in time order, introduce opposing ideas, and conclude. However, Hospitality and Management students demonstrated more accurate usage, while Criminology students often misused markers, particularly "however." Both groups showed a notable absence of markers to introduce examples. These findings highlight a need for enhanced instruction in the effective use of transitional markers to improve academic writing skills.

Materials and Methods: The researcher used a descriptive quantitative research design for this study, where the researcher focused mainly on the transitional markers used by college students in writing academic essays. According to Grove et al. (2013), descriptive designs “may be used to develop theory, identify problems with current practice, justify current practice, make judgments, or determine what others in a similar situation.

Results: Findings revealed that both Criminology and Hospitality and Management first-year students have a limited range of transitional markers in their essays, with Criminology students using eight and Hospitality and Management students using nine. The primary functions of these markers were to introduce additional ideas, sequence thoughts, present contrasts, indicate results, provide examples, and conclude arguments. While Hospitality and Management students generally used transitional markers appropriately, Criminology students struggled, particularly with the contrastive marker "however." Based on these findings, a lesson plan focusing on the proper use and variety of transitional markers can be developed to enhance students' coherence and cohesion in writing.

Conclusion: The results of the study showed that students' understanding of transitional markers was limited, and their knowledge scope was determined. The findings show that the absence of transitional markers and their improper application are.